▶ Your Answer : In the
lecture, the lecturer asserts that the theories suggested in the reading are groundless.
This casts doubt on the reading’s assertion that there are several possible answers
about the purpose of a vast system of the Chaco Rroads in the American Southwest.
First, the
lecturer claims that traveling more conveniently to public meetings is not an
object of the roads. This is because the great houses were divided into lots of
small rooms, so it was not good at public meetings. 맥락이 좀 어색한 것 같아요. roads와 큰 집이 여러 개의 방으로 나누어져 있다는 설명이 어떻게 이어지는지 잘 모르겠어요. Also, it was not convenient
to move since the roads directly went over obstacles. This contradicts the
reading’s point that the roads would have guided people to the meetings.
Next, the
lecturer says that the roads would not have been were built four basic directions is doubtful. She
says that most of the roads go in all directions. Moreover, there is no evident
proof that the directions are meaningful for the Chaco people to inspire the
enormous construction. This challenges the reading’s claim that the roads were
built to represent the four basic directions.
Last, the
lecturer maintains that the roads did not support Chaco Canyon as the cultural
center of Chaco civilization. To be specific, the roads cannot function as the
cultural center due to a devastating drought. However, the Chaco people
continued to build built roads. This refutes the reading’s argument that supporting
the Chaco Canyon as a cultural center is the purpose of the roads’
construction.
Comment : 두 지문의 대립구도나 어떤 내용을 중심으로 대립하는지는 잘 드러나 있지만, lecture가 제시하는 근거 설명이 좀 부정확한 것 같아요. 지문을 모르는 상태에서 답을 읽더라도 어떤 주장에 어떤 근거로 반박하고 있는지가 reasonable하게 드러나야 합니다. 핵심 요소를 정확하게 설명할 수 있도록 지문 내용을 다시 점검해보시고 내용을 다듬어보시면 좋을 것 같습니다. 수고 많으셨습니다~!
Integrated Writing Rubrics Score 3/5 A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following : - Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading. - The response may omit one major key point made in the lecture. - Some key points made in the lecture or the reading, or connections between the two, may be incomplete, inaccurate, or imprecise. - Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections. |